Lesson 1
Parents as Models, Teachers, and Mediators
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
A letter series from the OSU Extension Service
C
Parents as models
hildren aren’t born with a set
of food habits. They learn which
foods to eat, how much to eat, and
when to eat as they interact with
people around them. Family
members have a great influence on
this learning process.
Parents play many roles as they
guide their children’s developing
food habits: model, teacher, mediator, provider, stage manager, and
director. We’ll discuss these in the
four lessons of Food for Tots.
Talk about it . . .
W
hen couples marry, two
sets of food habits are blended.
There undoubtedly will be both
likenesses and differences in types
of food eaten, the ways they’re
prepared, and when they’re eaten.
Young children learn these food
habits that are unique to their
family.
•
•
Talk about it . . .
TH
What were some of your favorite
childhood foods? As an adult, how
often do you eat them?
Do you eat foods today that
seemed strange or unappetizing
when first introduced to you?
Compare your current food habits
with those of the family in which
you grew up. How have they
changed? (Consider which foods
are served, who prepares them,
how many meals are eaten, and
who eats meals together.)
How have you and your spouse or
partner blended the food habits
that you learned as children?
Have you started any new food
traditions, such as eating certain
foods on special occasions?
Analyze a grocery list. Why did
you buy those foods for your
family? (Consider the influences
of cost, taste, convenience,
nutritional value.) Would you like
to change your family food habits?
If so, how?
A
lthough researchers can’t
say for sure how young children
develop food preferences, parents
and children often have similar
tastes. The simplest explanation is
that the same foods are available
for all family members to eat.
However, imitation is important,
too. Children may copy what they
see others eating. Parents, therefore, are models. A mother who
drinks diet soft drinks all day is
sending an unspoken message to
her child. A father who says “I don’t
like peas—don’t give me any,” is
likewise a model. Brothers and
sisters who fight at the table also
give messages about suitable
mealtime behavior.
•
Analyze your food likes and
dislikes. Make two columns on a
sheet of paper. List five foods you
like that were served at a family
meal in the past month. Do the
same for five foods you don’t like.
Could you easily think of foods
you disliked? What does this
suggest about your influence on
family meals? Compare your list
with other family members’ lists of
likes and dislikes. (Children could
draw pictures.) Are they alike?
Are there some foods you never
eat or taste? Why or why not?
What do you do when served a
food you don’t like? What do you
expect your child to do?
Parents as teachers
P
arents have the primary
responsibility for teaching their
young children about a good diet.
Sometimes parents and children
talk together about kinds of food
needed for good health. These
talks might take place in grocery
store aisles, in front of the television, or at the dinner table. At other
times, teaching may be less formal.
For example, children get interested in food when they help
prepare it.
•
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
F
TH
ood handling skills depend on
muscular development and coordination of the child. A 2-year-old can
most easily learn food handling
tasks that require big arm muscles
(such as scrubbing, tearing,
breaking, and snapping). Next, the
child develops coordination of hand
muscles needed for pouring,
spreading, and mixing. When finger
dexterity develops, a child can roll,
peel, and mash. Finally, the older
preschooler develops fine motor
coordination needed for cutting and
grating.
Kitchen safety should be the first
lesson. Teach your child the
meaning of “hot,” “heavy,” and
“sharp.” An adult must be responsible for handling hot pots and
pans, cooking on the range, using
electrical appliances such as
blenders, and cutting with sharp
knives.
Next, teach your young child
about kitchen cleanliness. Twoyear-olds can learn to wash their
hands and to wipe counters and
table tops. Sponges may be easier
to hold than cloths. Don’t worry
about motions your child uses,
but do give hints on how to tell if
the job is done. Are all the spills
gone? Are there any crumbs?
Make sure your child knows which
Talk about it . . .
How often do you and your child
talk about the importance of
eating nutritious foods? Where do
these talks take place?
What food preparation activities
has your child tried? What else
could be done in the kitchen?
What foods do you enjoy preparing together as a family?
cloths or sponges are for the floor
and which are for counters and
table tops.
Scrubbing. A young child can use
a brush or sponge to wash potatoes, carrots, and many fruits. Lay
a cloth on the counter edge in front
of the sink to help prevent water
from spilling on the floor.
Tearing, breaking, and snapping.
Young children can tear lettuce for
salad, break bananas for snacking,
or snap green beans for cooking.
Pouring. Pouring skills develop as
children play in the sandbox,
bathtub, or kitchen sink. The task is
easier if you follow this advice:
Give your child a small, lightweight
pitcher to use.
Mark a “full line” on a glass with a
rubber band or waxed pencil so
your child knows when to stop
pouring.
Tell your child to hold the handle of
the pitcher with one hand and
guide the spout with the other
hand. This also helps to balance
the pitcher.
Spreading. A 3-year-old can use a
dull table knife for spreading.
(Plastic utensils may break and
discourage the child.) Show how to
hold the knife to spread butter,
margarine, or peanut butter on
breads, crackers, celery, or fruit
slices. Before starting, count out
the amount that can be eaten by
the child or family members to
discourage too much spreading
practice.
Mixing. A 3-year-old can also use
arm and hand muscles to stir food
mixtures such as pancakes and
tossed salad. Make sure your child
starts with clean hands and a clean
work area. Use a mixing container
that holds twice the amount of the
recipe. Put a damp cloth under the
bowl to help keep it from slipping.
Children can use their hands as
they learn to mix. This lets them
feel the texture of ingredients and
see changes as the mixing goes
along. Wooden spoons and rubber
spatulas can also be used, especially when mixtures are runny and
easy to stir.
Five-year-olds can use rotary
beaters by themselves. Electric
mixers should not be used unless
you’re there to supervise.
Peeling. Children under 4 years
can begin peeling by shucking
corn. You’ll need to help remove
the silk.
A 4-year-old child has the finger
dexterity needed to peel oranges,
shrimp, and hard-cooked eggs.
Rolling with hands. Show your
child how to roll food into a ball
using both hands. Try cheese balls,
meat balls, and cookie or yeast
dough.
Mashing. A 4-year-old child is able
to mash with a fork. Select a
flat-bottomed container your child
can hang on to tightly. Try soft
bananas (for bread), cooked
potatoes, stewed pumpkin (for pie),
cooked eggs (for sandwiches), or
cooked dried beans (for dip).
Cutting. A 5-year-old can use a
table knife for cutting soft foods
such as cooked potatoes, hardcooked eggs, and bananas. Show
your child how to handle knives
safely: the sharp edge should point
down when cutting; fingers should
be away from the blade; knives
should be passed handle first;
knives should be carried bladedown and the child should not run.
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
Sugared cereals, candy, snacks,
and drinks are advertised most
often during children’s television
programming. Children are given
the message that these foods are
good for them and fun to eat.
Because they are unable to pick
out these misleading advertising
messages, young children believe
them and often ask their parents to
buy advertised products.
Parents can lessen the impact of
advertising by helping children
understand what they see: point
out the difference between commercials and TV shows; explain
that advertising sells foods by
making them sound appealing; and
talk about the nutritional merits of
advertised foods.
•
Talk about it . . .
TH
Hands-on food experiences lead
to more than positive attitudes
toward eating a variety of foods.
Children develop coordination as
they become more skillful. As they
measure ingredients, they learn
about math. They learn to tell the
differences among colors, shapes,
and textures. Also they learn new
words such as knead, mash.
•
Parents as mediators
A
lthough family members are
the strongest influence on the
development of children’s food
habits, television also plays an
important role. Ninety-eight percent
of American homes have at least
one television set. On the average,
preschool children watch more
than 25 hours of television a week.
Such watching obviously limits
chances for physical activity and
interaction with others. Also,
TV-watching affects the food
choices a child makes.
Where is each television set in
your home? How often do family
members watch TV?
Does TV help or hinder interaction
among your family members?
How does television advertising
affect your child’s food habits?
How often do you talk about
advertised foods with your child?
Where do these talks take place?
Do you buy advertised foods that
your child requests? Why or why
not?
EM 8351 • Reprinted August 1994
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
A letter series from the OSU Extension Service
Parents as Models,
Teachers, and Mediators
Lesson 1
TH
Dear Parents: We’re pleased that you’ve enrolled in this OSU Extension home study course. Food for Tots
focuses on how you, as a parent, influence the food habits of your children. The letters explore the many roles
you play and answer questions you’ve asked about feeding your children between ages 2 and 5. There are
four lessons in the letter series. We encourage you and your family to talk about each one. This first letter
concentrates on you, the parent, as a model, teacher, and mediator.
Carolyn Raab
Extension foods and nutrition specialist
Carolyn Raab, Extension foods and nutrition specialist, Oregon State University; with assistance from Donna Gregerson, Extension home
economist, Oregon State University Extension Service; and Janet Jacobson, student, Food Systems Management, Oregon State University.
Extension program materials from Virginia, New York, and Washington were used in preparation of this publication.
Extension Service, Oregon State University, Corvallis, O.E. Smith, director. Produced and distributed in furtherance of the Acts of Congress of
May 8 and June 30, 1914. Extension work is a cooperative program of Oregon State University, the U.S. Department of Agriculture, and
Oregon counties. Oregon State University Extension Service offers educational programs, activities, and materials without regard to race,
color, national origin, sex, age, or disability as required by Title IV of the Civil Rights Act of 1964, Title IX of the Education Amendments of
1972, and Section 504 of the Rehabilitation Act of 1973. Oregon State University Extension Service is an Equal Opportunity Employer.
Lesson 2
Parents as Providers
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
A letter series from the OSU Extension Service
P
arents are sometimes called
“gatekeepers” because they determine what foods are available for
children to eat at home. By providing
Key Nutrients
a variety of nutritious foods, you
expose your child to many good
food choices.
All family members need the
same nutrients for good health.
However, different amounts are
Function
needed depending on age (adults
need more than children), sex (men
require more of many nutrients because they are larger), and stage of
growth (needs are high during
adolescence and pregnancy).
Good Sources
Builds and repairs body tissues.
Meat, poultry, fish, eggs, peanut butter, dried
beans, and peas.
Vitamin A
Helps eyes adjust to dim light. Helps keep
lining of mouth, nose, throat and digestive
system healthy. Helps keep skin healthy.
Liver, dark green and deep yellow vegetables
(such as broccoli, dark greens, pumpkin,
sweet potatoes), cantaloupe, egg yolk, whole
milk, and fortified low-fat products.
Vitamin D
Helps body use calcium and phosphorus to
build strong bones and teeth.
Fortified milk, fish liver oils, liver, fatty fish.
Vitamin E
Helps protect other nutrients and cell membranes from destruction by oxygen.
Vegetable oils (such as soybean, cottonseed
corn), wheat germ, liver, whole grains.
Vitamin K
Helps blood to clot.
Green leafy vegetables, milk products.
Thiamin
(vitamin B1)
Helps release energy from foods. Helps keep
nervous system healthy.
Pork, enriched and whole grains, dried beans
and peas, liver.
Riboflavin
(vitamin B2)
Helps release energy from food.
Milk and milk products, enriched grain
products, meats, dark leafy greens, liver.
Niacin
Helps release energy from food. Keeps
nervous system and skin healthy.
Poultry, fish, peanuts, enriched and whole
grains.
Pyridoxine
(vitamin B6)
Helps the body use protein and other
nutrients.
Meat, poultry, fish, dried beans and peas
bananas, potatoes, whole grains, peanut
butter.
Folacin
Helps body make genetic material and use
protein. Helps build red blood cells.
Leafy greens, oranges, dried beans and peas,
liver, whole grains, eggs.
Vitamin B12
Helps body make genetic material. Helps
build red blood cells.
Animal protein sources: clams, oysters, liver
meat, milk, poultry, fish.
Vitamin C
Helps form collagen which holds body tissues
together. Helps body absorb iron.
Citrus fruits, cabbage, potatoes, tomatoes,
broccoli, peas, strawberries, watermelon,
cantaloupe.
Calcium
Helps build bones and teeth. Helps muscles
to contract and blood to clot.
Milk, yogurt, cheese, ice cream.
Phosphorus
Helps build bones and teeth and release
energy from food.
Milk products, meats, eggs, legumes, whole
grains.
Magnesium
Helps regulate various body processes and
contractions of nerves and muscles.
Legumes, nuts, whole grains, milk, leafy
greens.
Iron
Combines with protein to form hemoglobin
which carries oxygen in the blood.
Meats, liver, oysters, legumes, enriched and
whole grain cereals, leafy green vegetables.
Zinc
Helps promote sexual maturation, healing of
wounds, and sense of taste.
Meat, poultry, oysters, legumes, whole grains.
Iodine
Becomes part of thyroid hormones.
Seafood, iodized salt.
Selenium
Helps protect body cells from destruction by
oxygen.
Seafood, kidney, liver.
TH
Protein
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
The specific amount of a
nutrient needed to maintain health
is called a Recommended Dietary
Allowance (RDA). There are RDAs
for both sexes in 10 age categories from infancy to older age. The
functions and food sources of
nutrients with RDAs are shown in
the Key Nutrient chart. Although
our bodies also need other
nutrients, more research is
needed before specific requirements can be set.
F
ood composition tables could be
used to plan meals that provide
enough nutrients for all family members. However, this would be a timeconsuming task even with a
computer. Instead, nutritionists have
developed a shorthand system. By
grouping foods with similar nutrient
values together, an easy-to-remember guide has been developed. Five
types of food are included in the
Food Guide Pyramid. These should
be part of your daily family diet:
Eat breads, cereals, rice, and pasta
for carbohydrate, B vitamins, and
iron.
TH
Eat vegetables for fiber, vitamins A,
C, and folate.
Eat fruit for vitamins A and C and for
potassium.
Eat milk, yogurt, and cheese for
calcium, protein, and vitamin D.
Eat meat, poultry, fish, dry beans,
eggs, and nuts for protein, B
vitamins, iron, and zinc.
Meals and snacks will also include
“other” foods such as fats (margarine,
butter), oils, and sweets. While these
provide additional calories, they
should be used sparingly because
they are poor nutrient sources.
Everyone needs to eat a variety
of foods for good health. The Food
Guide Pyramid shows that
carbohydrate-rich foods form the
foundation of a healthy diet.
Young children need these
amounts:
• 6 servings Bread group
• 3 servings Vegetable group
• 2 servings Fruit group
• 2 servings Milk group
• 2 servings Meat group
Serving sizes will vary for family
members. A very general rule is to
serve young children 1 Tablespoon
of food per year of age (about 1⁄4 to
1
⁄3 of an adult serving). This will vary
depending on the food served.
Standard servings for children
Serving size
for 2–3 for 4–5
years
years
Fruits and vegetables
1
⁄2 med.
raw
cooked
2-3 Tbsp
1
⁄3 -1⁄2 cup
juice
Breads and cereals
1
⁄2 slice
bread
1
cooked cereal,
⁄4 -1⁄3 cup
rice, or pasta
1
⁄3 cup
ready-to-eat
Milk and milk products
1
milk, yogurt
⁄2 - 3⁄4 cup
custard, milk
4-6 Tbsp
pudding
2
⁄3 -1 oz
cheese (1 oz =
1" cube)
Meat and meat alternates
meat, poultry,
2-3 Tbsp
fish
(1 oz)
eggs
1
peanut butter
1-2 Tbsp
1
⁄3 cup
cooked dried
beans or peas
1
⁄2 -1 med.
4-5 Tbsp
1
⁄2 cup
1
1
1
⁄2 -1 slice
⁄4 -1⁄2 cup
⁄2 cup
?
How can I tell whether
my child is getting nutrients that are needed?
You can rate your child’s diet in
this way:
• On a sheet of paper, make three
columns like those in the diet rating
example. Write down everything your
child has eaten for the past 24 hours
in column A—amounts of food as
well as types.
• Use the standard servings for
children chart to fill in column B.
• Divide the amounts actually
eaten (A) by the standard serving
size (B) to calculate the number of
servings of each food that your child
ate. Write this in column C. For
example, 1 cup milk equals two
1
⁄2-cup servings for a 2-year-old.
• Transfer each food eaten to the
correct block in the Food Guide
Pyramid. Each numbered line counts
as one serving. If your child ate two
standard-size servings of a food,
write that food down twice to fill two
lines. If your child ate one-half of a
standard serving, you’ll need to
match that food with another partial
serving to add up to one serving.
When all lines inside the Pyramid
are filled, continue listing foods on
the numbered lines outside the
blocks. Put fats, oils, and sweets
beside the tip of the Pyramid.
3
⁄4 cup
6 Tbsp
1 oz
Talk about it. . .
4 Tbsp
(2 oz)
1
2-3 Tbsp
1
⁄2 cup
Are there any blank lines inside
the Pyramid? What foods could
you add to your child’s diet to fill
them? Rate your child’s diet again
on another day. Are there differences? Similarities?
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
Diet Rating Example
(A)
Foods eaten during 24 hours
(B)
Serving size 2-year-old
(C)
Servings eaten during 24 hours
1/3 cup orange juice
1 egg
1/2 slice toast
1 tsp margarine
1/2 cup milk
1/3-1/2 cup
1
1/2 slice
—
1/2 cup
1
1
1
—
1
1/2 banana
1 cup milk
1/2 medium
1/2 cup
1
2
1-2 Tbsp
1/2 slice
—
—
1
1
—
—
1/4 apple
1/2 medium
1/2
2 Tbsp ground beef
3 Tbsp corn
1/4 cup rice
1/4 apple
1/2 cup milk
2-3 Tbsp
2-3 Tbsp
1/4-1/3 cup
1/2 medium
1/2-3/4 cup
1
1
1
1/2
1
1 Tbsp peanut butter
1/2 slice bread
1 sugar cookie
1/2 cup cola
1 t. margarine
Fats,
oils,
and sweets
1 sugar cookie
1
/2 c. cola
Use sparingly
TH
3. 1/2 c. milk
1. 1/2 c. milk
4.
2. 1/2 c. milk
1. 1 egg
1 T. peanut
2. butter
Milk Group
4.
1. 3 T. corn
4.
Meat Group
1. /3 c. orange juice
3. 1/4 apple + 1/4 apple
2. 1/2 banana
4.
1
2.
5.
3. 2 T. ground beef
3.
Vegetable Group
1. 1/2 slice toast
2. 1/2 slice bread
3. 1/4 c. rice
7.
Fruit Group
4.
5.
6.
Bread Group
8.
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
Fats,
oils,
and sweets
Use sparingly
3.
1.
2.
4.
1.
3.
2.
4.
Milk Group
4.
5.
1.
2.
Meat Group
1.
3.
2.
4.
3.
Vegetable Group
1.
2.
3.
TH
7.
Fruit Group
4.
5.
6.
Bread Group
8.
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
?
How can I tell what
nutrients are in the
foods I serve my family?
TH
Read labels on packages to learn
about the nutrient content of foods.
New food labels give information on
fat, cholesterol, sodium, carbohydrate, protein, vitamins A and C, iron,
and calcium in a serving.
Food composition tables include
nutrient information for both fresh
and preserved foods. Nutritive Value
of Foods (HG 72) is a useful listing
of about 1,000 foods. Your county
Extension office can tell you how to
buy a copy of this U.S. Department
of Agriculture bulletin.
Computer software programs are
also a source of nutrient information.
Several diet analysis programs are
on the market. Some use U.S.D.A.
information in their databases.
•
?
Does my child need
vitamin/mineral supplements?
If there were no blank lines
inside the rating wheel, your
child is most likely getting all
necessary nutrients. If there are
nutrient gaps, try to add some
foods to fill them. Keep in mind
that a child who eats fortified
breakfast cereals is already get-
ting extra nutrients. Read the label
to determine amounts provided.
A doctor may recommend a
supplement for a few days if your
child is eating poorly, but this is
not a good long-term solution. No
supplement will provide all necessary nutrients.
If you give your child a vitamin/
mineral supplement, be sure to
read the label. Overdoses can be
harmful. Make sure that the pill or
liquid does not have more than
100 percent of the U.S. RDA
(Recommended Daily Allowance)
for any one nutrient.
Treat a vitamin/mineral supplement as you would any “medicine.” Keep it out of reach and
don’t refer to it as “candy.”
•
EM 8351 • Reprinted August 1994
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
A letter series from the OSU Extension Service
Parents as Providers
Lesson 2
TH
Dear Parents: The second letter in your OSU Extension Service home study course, Food for Tots,
provides you with information about children’s nutritional needs. You will find suggestions for daily
servings of the four major food groups that make up a balanced diet. A rating wheel helps you analyze
your child ‘s diet and determine where you, as parent and provider, can help make improvements.
Carolyn Raab
Extension foods and nutrition specialist
Carolyn Raab, Extension foods and nutrition specialist, Oregon State University; with assistance from Donna Gregerson, Extension home
economist, Oregon State University Extension Service; and Janet Jacobson, student, Food Systems Management, Oregon State University.
Extension program materials from Virginia, New York, and Washington were used in preparation of this publication.
Extension Service, Oregon State University, Corvallis, O.E. Smith, director. Produced and distributed in furtherance of the Acts of Congress of
May 8 and June 30, 1914. Extension work is a cooperative program of Oregon State University, the U.S. Department of Agriculture, and
Oregon counties. Oregon State University Extension Service offers educational programs, activities, and materials without regard to race,
color, national origin, sex, age, or disability as required by Title IV of the Civil Rights Act of 1964, Title IX of the Education Amendments of
1972, and Section 504 of the Rehabilitation Act of 1973. Oregon State University Extension Service is an Equal Opportunity Employer.
Lesson 3
Parents as Stage Managers and Directors
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
A letter series from the OSU Extension Service
Parents as stage managers
P
TH
arents set the stage for good
food habits. The parent-child relationship can affect how well the child
eats. Most research suggests that
young children have better diets
when their parents give them
positive feedback. Other studies
have shown that conflict and stress
in the family may be linked to poor
diets.
The style of the parent-child
interaction may even play a role in
the development of obesity and
other eating disorders. In one study,
overweight children received less
appropriate attention from their
mothers while they were eating
together. On the other hand, mothers of normal-weight children
responded more often with encouragement and approval.
A pleasant mealtime atmosphere
can set the stage for development of
good food habits. It will influence
what foods children accept and how
much they enjoy eating. Make meals
a time for relaxed family interaction.
Limit distractions to let your child
focus on eating. Include your child in
mealtime conversation and praise
good behavior at the table. (This
helps prevent children’s attentiongetting tactics!) Don’t force your
child to sit still until everyone else is
through eating. Above all, remember
that your child learns by watching
how you eat and behave at the
table!
•
?
How can I keep my child
from gaining too much
weight?
Several factors may work together to influence the development of
obesity. These may include:
• Lack of exercise. Children who
constantly watch TV miss out on
needed exercise.
• Poor food choices. Highcalorie foods are poor choices when
children are inactive or growing
slowly.
• Use of foods as rewards or
pacifiers. When food is used as a
bribe or reward, children learn that
problems are solved by eating.
• Force feeding or large portions.
Children may learn to tie eating with
parental approval and love rather
than hunger.
• Irregular meals and snacks.
Children cannot judge how much to
eat when they don’t know how long
it will be until they eat again.
Your family doctor can determine
whether your child weighs more than
other children of the same height. If
your child is overweight, dieting isn’t
wise. Young children need enough
calories for growth. Let them “grow
into” their weight by keeping calories
at a constant level as they grow
taller. Also, plan family activities that
provide chances for exercising.
Keep lower-calorie snacks on
hand for overweight children such as
celery sticks, apple slices, orange
sections, tomato juice, and unsweetened breakfast cereals. Limit
high-calorie/low-nutrient snack foods
like chips and soft drinks. Offer
second helpings of lower-calorie
foods at meals in place of rich
desserts. Praise your child when
good food choices are made.
•
Talk about it . . .
How would you describe the
atmosphere during your meals?
Does everyone in your family eat
together? Is the TV on? What do
you talk about?
Identify one way you would like
mealtimes to be different. Make a
plan for reaching that goal. Who
needs to be involved? What will
each person do? When will you
evaluate how well you’ve done?
How do you give feedback to your
child during mealtime? Do you
communicate your expectations in
a positive way? Are you consistent
from one time to the next?
Parents as directors
I
n addition to setting the stage,
parents are responsible for directing
the child-feeding activity. Children
eat best when parents recognize
and respond in suitable ways to their
needs. You’ll have to be aware of
feeding cues coming from your child.
Feeding is successful when
parents are in tune with children’s
hunger, fullness, food preferences,
and eating skills. Be sensitive to
your child’s developmental readiness to try new eating skills. For
example, they’ll be ready to use
utensils when they develop muscle
coordination in their hands. Watch
for cues as they play with their toys.
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
Other feeding cues to recognize
are signs of hunger and fullness.
Children shouldn’t be forced to clean
their plates if they’re full. Neither
should a hungry child be forced to
wait until mealtime to eat. A light
snack such as a cracker or an apple
slice can carry them over without
ruining their appetite.
Give positive direction and feedback as children try new behaviors
or make mistakes. For example,
show your child how to hold a cup. If
there are spills, praise the child for
trying. Be consistent—not rigid one
time and indifferent the next. Mixed
messages can be confusing to a
child.
Set (and enforce) some mealtime standards: a regular meal and
snack schedule; a place for your
child to sit comfortably while
eating; a “preparation ritual” that
includes handwashing.
•
?
What should I do
when my child Is on
a “food jag?”
TH
Eating one food for days on end
is common during the preschool
years. A preference for one special
food is usually short-lived. Offer
other foods, but don’t force your
child to eat them. In time, your child
will usually turn to other available
foods.
If the favorite food is not very
nutritious, think about some creative
ways to introduce an additional food
with nutritional merits. For example,
milk supplies protein and calcium.
Try fortifying it with orange juice or
blended fruit. If all else fails, try
coloring the milk blue! A doctor may
recommend a vitamin pill if your
child’s diet is missing important
nutrients for a prolonged time.
•
?
Should I be concerned
when my child has a
poor appetite?
Day-to-day variation in a young
child’s appetite is common. There
are several possible causes:
• Amount of physical activity.
On active days, your child will
probably be hungrier than on quiet
days.
• Inappropriate snacking.
Snacking too frequently or too close
to meals could decrease your child’s
appetite.
• Emotional distress. A child who
is upset or tired may not eat well.
• Illness. Appetite will be affected
when a child isn’t feeling well.
• Stage of growth. Appetite
decreases when growth slows (at
about 18–24 months).
Before worrying about your child’s
appetite, check your own expectations. Too often parents overestimate their child’s food needs and
judge their intake by what an adult
might eat.
Be patient if you do have concerns about your child’s appetite. If
your child is healthy and growing
steadily, a small appetite is probably
nothing to worry about. On days
when appetite seems smaller, let
your child eat when hungry and offer
foods that are enjoyed. Forcing or
bribing your child to eat is usually
not effective and may even have a
negative impact on the development
of good food habits.
•
?
How should I handle
my child’s refusal to
eat a food?
Many children go through phases
of liking and disliking certain foods.
At times, a child may even refuse to
eat to get attention.
Forcing your child to eat can
lead to a long-lasting dislike of that
food. Try to ignore the behavior
and keep serving nutritious and
attractive meals. The food dislike
will most likely be forgotten in time.
Meanwhile, praise good eating
behavior.
•
?
How can I encourage
my child to eat new
foods?
It’s good for young children to be
exposed to a wide variety of foods at
an early age. Wait until your child is
hungry to introduce new foods. Keep
the menu simple so that there are
just a few choices. Introduce only
one new food at a time and serve a
small amount. Set a good example
by letting your child see that you eat
and enjoy the food.
If your child refuses to eat the
food, serve it again in a few weeks.
Children’s food preferences change
very fast.
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
natural and processed foods.
Unfortunately, this limited diet may
not include all necessary nutrients.
Several researchers have tested
Feingold’s theories. They have not
found links between diet and hyperactivity in their studies. However,
some findings suggest that a few
young children may be sensitive to
certain substances in foods.
There is no proven connection
between sugar in foods and hyperactive behavior of children. In fact,
sugar appeared to have a calming
effect in one study!
•
Talk about it . . .
?
How can I help my
child master the
mechanics of eating?
TH
Self-feeding requires skillful
coordination. Children will develop
these skills in their own time. You
can help by watching for signs of
readiness. Let your child set the
pace. A 1-year-old picks up food with
fingers, begins to use a spoon, and
can drink from a cup with help. At
ages 2 and 3, children continue to
use fingers and a spoon and can
handle a cup themselves. By age 4,
children feed themselves without
assistance. Use of the knife and fork
usually begins at age 5.
Appropriate utensils will help your
child develop feeding skills:
Cup: lightweight, small (6 ounce
or less, easily hugged by both
hands); steady (weighted base);
easy to grasp (large handle)
Flatware: child-size (short, thick
handles; short fork tines; shallow
spoon)
Dishes: Unbreakable, steady
(wide base); appropriate shape
(deep enough to prevent spills).
•
Does a child’s diet
affect behavior?
There is much interest in the
potential links between what we eat
and how we behave. In his book
Why Your Child is Hyperactive, Dr.
Benjamin Feingold linked artificial
colors, artificial flavors, and naturally
occurring salicylates with hyperactive behavior. As therapy, he recommended avoiding a wide variety of
Are you concerned about any of
your child’s eating habits? How
have you handled these?
List three things about your child’s
eating behavior that make you
happy (such as good appetite,
liking for milk).
Identify something about your
child’s eating behavior that you’d
like to change (such as table
manners, snacking habits). What
will happen if the behavior continues? How can you guide a
change?
What would you do if
• Tiffany has only eaten one
bite of dinner.
• Jason suddenly stops
drinking milk with his meals.
• Michael refuses to eat the
broccoli you’ve served him for the
first time.
• Ashley is stuck in a peanut
butter rut.
• Christopher plays with his
food rather than eating it.
EM 8351 • Reprinted August 1994
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
A letter series from the OSU Extension Service
Parents as Stage Managers and Directors
Lesson 3
TH
Dear Parents: As a parent, you set the stage for good food habits and direct the child-feeding activity.
The third letter in your OSU Extension Service home study course, Food for Tots, explores your role
as a stage manager and director. Questions about children’s eating patterns and behavior are also
answered.
Carolyn Raab
Extension foods and nutrition specialist
Carolyn Raab, Extension foods and nutrition specialist, Oregon State University; with assistance from Donna Gregerson, Extension home
economist, Oregon State University Extension Service; and Janet Jacobson, student, Food Systems Management, Oregon State University.
Extension program materials from Virginia, New York, and Washington were used in preparation of this publication.
Extension Service, Oregon State University, Corvallis, O.E. Smith, director. Produced and distributed in furtherance of the Acts of Congress of
May 8 and June 30, 1914. Extension work is a cooperative program of Oregon State University, the U.S. Department of Agriculture, and
Oregon counties. Oregon State University Extension Service offers educational programs, activities, and materials without regard to race,
color, national origin, sex, age, or disability as required by Title IV of the Civil Rights Act of 1964, Title IX of the Education Amendments of
1972, and Section 504 of the Rehabilitation Act of 1973. Oregon State University Extension Service is an Equal Opportunity Employer.
Lesson 4
Questions? Answers!
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
A letter series from the OSU Extension Service
You’ve asked us a lot of questions
about feeding young children. There
are no set rules. We offer these
suggestions for you to adapt to your
own family situation.
?
Is snacking bad for
my child?
Most children need food between
meals. Because their stomachs are
small, they may not get all the
necessary nutrients at mealtime.
Plan on offering snacks at about the
same time each day. This discourages all-day nibbling that leads to
overeating and poor dental health.
Select snacks from the following:
fruits and vegetables, breads and
cereals, milk and milk products,
meat and meat alternates. Suggestions are given in the chart below.
Children under age 2 should not be
given foods that might cause choking, such as carrot and hot dog
slices, peanuts, grapes, hard
candies, or popcorn.
•
TH
Snack ideas
Fruits and vegetables
Vegetables, raw (for child over 2)
green pepper sticks
carrot sticks, thin
turnip sticks
cucumber slices
celery sticks
cauliflower or broccoli florets
Milk and milk products
mild cheese (cubes or fingers)
milk (with vanilla or orange juice for
variety)
yogurt
pudding
•
Meat and meat alternates
meat (cubes or strips)—soft or
ground for child under 2
hard-cooked eggs (wedges or slices)
peanut butter (on crackers or stuffed
into tender celery sticks, strings
removed)
Breads and cereals
cookies (with significant amounts of
oatmeal, peanut butter, raisins)
ready-to-eat cereals (not sugarcoated)
crackers
toast
Talk about it . . .
How could you improve your
child’s snacks? Consider variety
and nutritive value.
Analyze the rating wheel in
Lesson 2. What snacks could
improve your child’s nutrient
intake?
Fruit juices
Gelatin dessert (using fruit juice as half
of liquid)
Fruits, canned or raw (cut into small
pieces; peeled for child under 2)
apple wedges
pears
peaches
bananas
dried fruits (for child over 2)
raisins
prunes, cut up and pitted
Because few foods are excellent
sources of iron, you’ll need to
include several iron-containing foods
in your child’s diet (see chart). Iron
from cereals and vegetables will be
better absorbed when eaten with a
vitamin C source (see key nutrients
chart in Lesson 2).
If you think your child needs an
iron supplement, check with your
doctor.
?
How can I be sure that
my child is getting
enough iron?
Many young children do not have
enough iron in their diets. This may
affect their growth, health, and
energy level.
Iron Content of Foods*
Ready-to-eat
food
beans, dry, cooked
beef, ground, cooked
bread, white enriched
bread, whole wheat
broccoli, cooked
chicken, canned
corn flakes, fortified
custard, baked
egg, medium
liver, beef
macaroni, cooked
oatmeal, cooked
peanut butter
pork, cooked
raisins
spinach, cooked
tuna, canned
watermelon, diced
Amount
1
⁄4 cup
1 oz
1 slice
1 slice
1
⁄3 cup
1 oz
1
⁄2 cup
1
⁄2 cup
1
1 oz
1
⁄2 cup
1
⁄2 cup
1 Tbsp
1 oz
1 Tbsp
1
⁄3 cup
1 oz
1
⁄3 cup
Milligrams
of iron
1.3
1.0
0.7
0.8
0.4
0.4
0.3
0.5
1.0
2.5
0.7
0.7
0.3
0.9
0.2
1.3
0.4
0.1
*Children aged 1 to 6 need 10 milligrams
of iron daily.
Talk about it . . .
What iron-rich foods are part of
your family’s usual diet?
Which of the iron-rich foods in the
chart would your child enjoy as a
snack?
How can you include more ironrich foods in family meals?
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
?
Is it wise to feed my
child a low-fat/low
cholesterol diet?
Americans have been encouraged to reduce fat, cholesterol,
sodium, and sugar in their diets.
However, these guidelines may not
be appropriate for all family members. Low-fat, low-cholesterol,
low-calorie diets can slow the growth
and development of infants and
young children. Serving low-fat
foods (such as skim milk) and
denying snacks (which provide
needed calories) may not be in the
best interest of children under age 2.
Moderation and variety continue to
be keys to a healthy diet.
•
?
Should I limit the
sweets in my child’s
diet?
TH
The total amount of sugar in a
child’s diet is a concern if sweet
foods or drinks take the place of
nutrient-dense foods (for example, if
soda pop replaces milk). But the
type of sugar-containing foods and
when they are eaten may have more
impact on tooth decay than the
amounts eaten.
Sweet foods that stick to the teeth
cause the most problems, particularly if they are eaten between
meals. Bacteria in the mouth feed on
these sugars and produce acid
which slowly dissolves the surface of
the teeth.
Children’s teeth can be protected
by:
• Cutting down on high-sugar
foods, especially between meals.
How can I encourage
my child to eat vegetables?
• Brushing teeth after meals and
snacks.
• Visiting the dentist regularly
beginning at age 2.
• Drinking fluoridated water.
?
Sugar is hidden in many foods.
Look for words like these when you
read ingredient listings on labels:
sucrose, glucose, fructose, corn
syrup. All of these are forms of sugar
that can contribute to tooth decay.
Taking the sugar bowl off the table
may remove the temptation to add
more sugar.
Vegetables provide not only
vitamins A and C, but other important vitamins and minerals as well.
Experiment with some new ways of
serving them to see what your child
enjoys.
Try them raw . . . bite-sized
broccoli and cauliflower make a
satisfying, nutritious snack for older
preschoolers. (Younger children may
choke on them.) Add variety to
tossed green salads with spinach
and vegetables in season (such as
green peppers, tomatoes, and
cucumbers).
Try them cooked . . . new
vegetable combinations, spices, or
sauces can add interest. A sprinkling
of grated cheese or sunflower seeds
adds appeal (and nutritional value,
too). If your family doesn’t care for
vegetable side dishes, add the
vegetables to main dishes such as
soups or stews.
•
?
How can I encourage
my child to drink
milk?
Children need calcium for bone
growth. Milk and milk products are
the best sources. If plain milk isn’t
your child’s favorite, flavor it with
fruit juice or blended fruit. The fruit
can be raw, frozen, or canned
(preferably in juice or light syrup).
Fresh or nonfat dry milk can be
“hidden” in a variety of foods:
pudding, soup, mashed potatoes,
cooked cereal, casseroles, and
molded gelatin salads.
Yogurt and cheese are also good
calcium sources. Children enjoy
bite-sized cubes of mild-flavored
cheese such as American or cheddar. Yogurt is a good dip for fresh
vegetables.
Frozen yogurt and ice cream
provide calcium, too. They’re higher
in calories than some other choices,
however.
•
•
?
How can I plan nutritious meals that will
appeal to my child?
Children need a variety of breads
and cereals, vegetables, fruits, milk
and milk products, and meat and
meat alternates (such as eggs and
peanut butter). Keep color, flavor,
texture, and shape in mind as you
plan:
• Color—orange carrots, purple
plums, green peas, red radishes
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
• Flavor—mild milk, sweet applesauce, spicy chicken coating, tart
pickled beets
• Texture—soft mashed potatoes,
crispy celery, creamy pudding,
cutter. Make pancakes into artworks
by forming shapes with the batter.
Hard-cooked eggs can be dyed any
time of the year.
What foods are good
choices for my child
when our family eats
out?
?
For a special treat, let your child
decorate ordinary foods. Make faces
on hamburger buns with green
olives and pimiento. Turn a pear half
into an animal with raisin eyes and
apple slice ears. Decorate open face
sandwiches with processed cheese
slice designs created with a cookie
Americans spend about 40 percent of their food budgets eating
away from home, so it pays to
choose wisely. Select a restaurant
that offers familiar foods and
child-size servings. Children will feel
more at home if you take along their
cup and tableware. Ask for a high
chair or a booster seat to make your
child as comfortable as possible.
TH
chewy meat, smooth peanut
butter
• Shape—triangular toast, cucumber
strips, round peas, diced potatoes,
grated carrots
Suggest two or three food
choices, rather than overwhelming
your child with the whole menu. Try
to include a fruit or vegetable, bread
or cereal, milk or milk product, and
meat or meat alternate. Perhaps
sharing some of your own food
(such as a roll or a spoonful of
vegetable) would be a better choice
than ordering a full serving of
everything. When eating at a fast
food restaurant, keep in mind that
many foods such as french fries are
very high in fat and salt. Salad bars
often have nutritious finger foods
that children enjoy. Order milk rather
than soft drinks. Eat a piece of fruit
when you get home instead of
ordering dessert.
EM 8351 • Reprinted August 1994
Fo IS
ht r m P
U
tp
:// os BL
ex t c IC
te ur A
ns re TI
io nt ON
n. in
or fo IS
eg rm O
on at U
st ion T O
at :
F
e.
D
ed
A
u/
TE
ca
.
ta
lo
g
A letter series from the OSU Extension Service
Questions? Answers!
Lesson 4
TH
Dear Parents: The final letter in your OSU Extension Service home study course, Food for Tots, provides
answers to your questions about snacks, nutrition, and diets for children. You’ll find suggestions for nutritious
and healthful snack foods and ways to encourage your children to enjoy foods that are good for them. We hope
that Food for Tots has been useful. We look forward to your continued participation in our programs.
Carolyn Raab
Extension foods and nutrition specialist
Carolyn Raab, Extension foods and nutrition specialist, Oregon State University; with assistance from Donna Gregerson, Extension home
economist, Oregon State University Extension Service; and Janet Jacobson, student, Food Systems Management, Oregon State University.
Extension program materials from Virginia, New York, and Washington were used in preparation of this publication.
Extension Service, Oregon State University, Corvallis, O.E. Smith, director. Produced and distributed in furtherance of the Acts of Congress of
May 8 and June 30, 1914. Extension work is a cooperative program of Oregon State University, the U.S. Department of Agriculture, and
Oregon counties. Oregon State University Extension Service offers educational programs, activities, and materials without regard to race, color,
national origin, sex, age, or disability as required by Title IV of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and
Section 504 of the Rehabilitation Act of 1973. Oregon State University Extension Service is an Equal Opportunity Employer.